Conectar
To identify and synthesise qualitative and quantitative evidence of nurse managers' qualities, practices and styles related to leading nurses' interprofessional collaboration.
Mixed-methods systematic review.
Two authors independently selected studies based on predefined inclusion criteria, assessed quality and extracted data. A thematic synthesis with a convergent qualitative design was used.
CINAHL, PubMed and Scopus were searched from January 1, 2010, to September 7, 2025. Citations of relevant articles were screened.
A total of 32 articles were included. The analysis revealed two leadership core qualities, five core practices, and three core styles of nurse managers that promote nurses' interprofessional collaboration. Core qualities were proficiency and mindset. Core practices comprised empowering, communicating and informing, commitment to interprofessional collaboration, creating possibilities, and establishing an enhancing atmosphere. Core styles included authentic, transformational, and transactional leadership styles.
The results reflect the situational nature of nursing leadership related to interprofessional collaboration. Successful leadership requires managers to adopt primarily a transformational leadership style, yet more traditional leadership is required occasionally. Results indicate that nursing leadership is foremost a process that evolves within its context.
Greater clarity on how leadership influences nurses' interprofessional collaboration supports leaders, organisations, and educational institutions in developing and sustaining effective leadership.
This review demonstrates that the quality of nursing leadership is a central factor for successful interprofessional collaboration.
The PRISMA guidelines for Systematic Reviews and Meta-Analysis were used.
This study did not include patient or public involvement in its design, conduct or reporting.
This study explores the lived experiences of critical care nurses who are also mothers, focusing on their challenges with breastfeeding and pumping at work.
Using interpretive phenomenology, grounded in Martin Heidegger's work, semi-structured interviews were conducted with critical care nurses (N = 54) who were also breastfeeding mothers in the United States in 2024. Data were transcribed verbatim and analysed using Patricia Benner's interpretation of the hermeneutic circle in nursing data analysis to identify the essence of lived experiences in breastfeeding as a critical care nurse mother.
Four main themes emerged during the analysis. They are as follows: (1) The Impact of Workplace Environment on Breastfeeding Nurse Mothers and Their Children, (2) The Role of Organisational Support and Resources in Retaining Breastfeeding Nurse Mothers in Critical Care, (3) Team Dynamics and Career Implications of Breastfeeding for Nurse Mothers in Critical Care and (4) Organisational and Systemic Approaches to Supporting Breastfeeding Nurse Mothers in Critical Care.
The findings highlight critical gaps in workplace policies and support systems for breastfeeding nurses. Addressing these inequities through the provision of adequate lactation facilities, flexible pumping schedules and a supportive workplace culture is essential to reducing stress and enabling nurse mothers to continue breastfeeding successfully. This study underscores the need for systemic reforms to support breastfeeding in the nursing profession.
This study did not include patient or public involvement in its design, conduct or reporting.
To explore Australian and New Zealand nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices.
A cross-sectional survey design.
An online survey was sent to Australian and New Zealand nursing and midwifery educators across the 45 Schools of Nursing and Midwifery between July and September 2023. The online survey consisted of 29 open- and closed-ended questions about nursing and midwifery educators' planetary health knowledge, views, confidence and teaching practices.
There was a total of 127 responses to the first open-ended question. A total of 97 nursing and midwifery educators then completed the remaining questions. While educators had mostly positive views about integrating planetary health into their teaching, they lacked the knowledge and/or confidence to do so effectively.
Australian and New Zealand nursing and midwifery educators acknowledge that planetary health should be included in nursing and midwifery curricula, but most reported a deficit in knowledge and/or confidence to integrate these complex concepts into their teaching. When considering planetary health, most educators focussed on climate change, which demonstrates their limited understanding of the concept of planetary health.
All nurses and midwives need to understand how the health of the planet and human civilization are interconnected and be prepared to address complex global health challenges now and in the future. Across the world, key healthcare organizations have called upon nursing and midwifery educators to prepare the healthcare workforce to practice in a more sustainable way, including supporting decarbonization of healthcare. However, our study has demonstrated that nursing and midwifery educators do not feel ready to respond due to a lack of required knowledge and/or confidence.
We used the Consensus-Based Checklist for Reporting of Survey Studies (CROSS).
No patient or public contribution.
To achieve consensus on the knowledge and skills that undergraduate/pre-licensure nursing students require to steward healthcare towards a more sustainable future.
A two-phase real-time Delphi study.
Phase 1 included the generation of Planetary Health, climate change and sustainability knowledge and skill statements based on a review of relevant literature. Phase 2 consisted of a real-time Delphi survey designed to seek consensus on the proposed statements from a panel of 42 international experts.
Of the 49 survey statements, 44 (90%) achieved ≥75% consensus and 26 (53%) achieved ≥80% consensus. Three were removed and 32 were modified to improve clarity of language.
The knowledge and skills statements that emerged through this Delphi study can serve as a guide for incorporating Planetary Health, climate change and sustainability into nursing education programs.
Incorporating Planetary Health and climate change education into nursing programs has the potential to produce more environmentally conscious and socially responsible nurses.
The absence of consensus on the essential knowledge and skills expected of nursing students has hindered the advancement of curricula and impacted educators' confidence in teaching Planetary Health and climate change. This study has resulted in a meticulously crafted framework of knowledge and skill statements that will be beneficial to educators, the future nursing workforce, and, ultimately, the individuals and communities whom nurses serve.
This paper adheres to the Conducting and REporting DElphi Studies (CREDES) reporting guideline.
No patient or public contribution.
To describe nurse leaders' perceptions of factors related to the development of their own interpersonal communication competence.
Qualitative descriptive study.
Individual semi–structured interviews were conducted with 21 nurse leaders in three wellbeing service counties in Finland. Data were collected between February and April 2024 and analysed using an inductive content analysis.
The analysis identified two main categories, each comprising several subcategories: (1) individual factors related to development, which encompassed participants' perceptions on how inherent qualities, personal experiences, reflexivity, motivation and communication training were related to the development of interpersonal communication competence, and (2) interpersonal factors related to development, which demonstrated the role of situational contexts, feedback and social support in competence development.
This study frames the development of nurse leaders' interpersonal communication competence as a lifelong and continuous process. The findings emphasise the interplay of individual and interpersonal factors, encompassing various competence categories and dimensions. This dynamic underscores the importance of developing interpersonal communication competence in workplaces through various practices, in addition to formal communication training.
The findings enhance our understanding of nurse leaders' interpersonal communication competence and the factors related to it. The study also identifies various practices for fostering nurse leaders' communication competence.
The study provides valuable insights for healthcare organisations and educational institutions by highlighting the importance of providing nurse leaders with opportunities to promote their interpersonal communication competence through both formal communication training and their daily work activities.
Reporting adhered to the SRQR checklist.
No patient or public Involvement.
This study aimed to describe the types of psychological and physical symptoms experienced by healthcare professionals who became second victims after a patient safety incident and the impact of the incident on their social and professional lives.
Scoping review.
JBI methodology for scoping reviews and PRISMA-ScR for reporting were followed.
The search was conducted on June 13, 2024, using the CINAHL (EBSCO), Scopus, PubMed (Medline), Medic and PsycInfo (EBSCO) databases. A grey literature search was also conducted.
A total of 96 papers were included. Healthcare professionals experienced psychological symptoms such as anger, sadness and guilt after a safety incident. Physical symptoms were reported, including symptoms related to sleep and gastrointestinal symptoms. At the professional and social levels, the incident affected their work, relationships and well-being. Positive impacts were also noted.
This study provides a comprehensive overview of healthcare professionals' experiences after safety incidents. In addition, this study also captured the positive impacts of safety incidents, such as learning from mistakes.
By recognising the symptoms and impacts associated with the second victim syndrome, appropriate support can be provided for healthcare professionals.
The findings of this study can be used to identify the relevant harm to professionals after a safety incident, which could help to improve the well-being of these workers.
No patient or public contribution.
Open Science Framework, https://archive.org/details/osf-registrations-5cdmu-v1
To (1) analyse managers' experiences with handling patient safety incident reports in an incident reporting software, identifying key challenges; (2) analyse the incident report processes from the managers' perspective; (3) examine managers' perceptions of ways to support and improve health professionals' experiences of report-handling processes; and (4) investigate how, from their point of view, incident reporting software should be developed in the future.
A descriptive qualitative study.
Interviews and focus group discussions on Microsoft Teams from 11/2024 to 3/2025, including 16 participants, analysis with deductive and inductive content analysis.
Of 16 participants, 15 were managers and one was a patient safety expert. Most were nurse managers (n = 9). Four discussion themes were divided into 30 categories. Participants highlighted the need to improve the reporting software's terminology, classification and analysis tools. The use of artificial intelligence was desired but not currently integrated into the software. Participants were unsure of their skills to use all the software features. Clear and transparent handling processes, feedback, managers' behaviour and communication methods were seen as key to improving staff's experience with report processes. A real-time warning system was considered beneficial for various incident types. Specific questions must be answered before further developing such systems.
This study deepened the understanding of reporting software's challenges regarding its handling features. The handling processes of incident reports had multiple shortcomings, which may negatively affect health professionals' experiences in report handling. Real-time warning systems could assist healthcare managers in processing reports.
Organisational-level guidance for incident report processing is needed. Improvements to report processing and reporting software can improve shared learning and understanding of the status of patient safety.
No patient or public contribution.
COnsolidated criteria for REporting Qualitative research Checklist.
To explore the lived experiences of intensive care nurses caring for patients with limited English proficiency.
A hermeneutic, interpretive phenomenological design was used.
Semi-structured interviews were conducted with intensive care nurses recruited through purposive sampling. Data collection included Qualtrics screening surveys and semi-structured Zoom interviews. The research team, comprising linguistically diverse faculty and undergraduate research assistants, employed reflexivity techniques to minimise bias and enhance interpretive rigour. Data were analysed via inductive analysis using the hermeneutic circle.
Five main themes emerged organically from the data: Complications of Care Relating to Verbal Communication Challenges. Benefits and Barriers of Nursing Informatics in Linguistic Care. The Universal Language: Nursing Effort Builds Trust. The Ripple Effect: Chronological Considerations for Patient Care. Moving Forward: Where Do We Go From Here?
Based on these findings, a four-phase model was developed to guide individual and system-level interventions to reduce nurse moral distress and improve language equity in critical care.
Language barriers in the intensive care unit hinder communication, increase stress for patients and nurses, and impact care quality. While nurses' efforts to bridge these gaps are valued, systemic changes (such as expanded interpreter availability and improved cultural safety training) are necessary to support culturally, linguistically, and medically appropriate care.
Findings highlight the need for increased institutional support, additional resources for night-shift staff, and the integration of cultural humility education into intensive care training. The Limited English Proficiency Moral Distress Action Cycle for Critical Care Nursing, developed from this study, offers a flexible framework to guide the implementation of these improvements and reduce nurse moral distress. Future research should explore interventions to promote cultural and linguistic competence in multilingual patient populations.
Q: What problem did the study address?
A: The nurse-identified clinical, ethical, and workflow risks created when interpreters or translation tools are inadequate for critical care.
Q: What were the main findings?
A: Language barriers jeopardise teaching, informed consent, and symptom reporting. Video and phone interpreters or translation apps are vital but are often scarce, unreliable, or impersonal, particularly during night shifts. Nurses bridge these gaps by building trust through empathy, non-verbal communication, and learning key phrases. Yet, effective care for patients with limited English proficiency requires extra time, increasing workloads and fuelling moral distress related to language-discordant care. Nurses consistently called for 24/7 interpreter coverage; more reliable devices and cultural humility training must be implemented system-wide.
Q: Where and on whom will the research have an impact?
A: Findings can guide nurses, managers, leaders, and administrators to improve both language concordant and discordant nursing care and train nurses in cultural and linguistic competencies for a multilingual patient population. Ultimately, these efforts have been shown to improve the quality, outcomes, and cost-effectiveness of patient care. The study also identifies moral-distress triggers and introduces the Limited English Proficiency Moral Distress Action Cycle (LEP-MDAC). This model is proposed for use in other high-acuity settings worldwide that seek to provide language-concordant or language-discordant care effectively.
SRQR.
None.
To examine the evolution of intensive care nurses’ roles in pharmacological haemodynamic management from 1975 to 2025 and to explore projected responsibilities through 2075.
A scholarly commentary.
A critical synthesis of literature, historical accounts and clinical guidelines spanning 1975–2025, focussing on nursing practice, technology, workforce dynamics and patient safety in critical care pharmacology.
CINAHL, PubMed, EBSCO, Embase, Cochrane, Google Scholar and major pharmacological guideline repositories were searched for sources between 1975 and 2025, including clinical trials, systematic reviews, position papers and qualitative studies.
Nurses have progressed from unstandardised vasoactive medication titration to advanced, protocol-driven multimodal vasopressor strategies. Milestones include the early catecholamine era, nurse-led sepsis protocols and contemporary adoption of peripheral vasopressor practices supported by technology. Looking ahead, intensive care nurses will increasingly supervise technologically driven titration, manage multimodal regimens, address drug shortages and sustain resilience amid workforce pressures.
Over the past five decades, nurses have transformed vasopressor management and remain essential in bridging innovation with ethical, patient-centred care. The next 50 years will require advanced decision-making, technological fluency and improved support for the nursing workforce.
Investment in simulation-based education, workforce supports and ethical frameworks is vital to prepare nurses for expanding responsibilities and ensure patient safety.
Historical variability and future challenges in nursing roles for vasopressor management.
Nurses have driven safety and innovation and will face increasing technological, ethical and workforce demands.
Relevant to critical care nurses, nurse educators, nurse leaders and policy-makers worldwide shaping the future of critical care practice.
FreshRSS 